LMF+-+Bosley

//Learning Motivation and Fun//
 //View// the assignment page //for a more detailed explanation of this project.

In this exercise, you'll collect data from our database of interviews about fun and learning. Use this template and the data to create 5 generalizations for what you observed. Your generalizations should answer the questions//
 * //What makes learning fun and engaging?//
 * //What are the implications for your own teaching and design work//

3) High school students almost universally reported that physical activity was an element in the experiences they called "fun".//** //Bill W, for example described learning beginning archery skills at boy scout camp. Sallie Forth recalled a social studies class in which "we recreated in chicken wire and paper mache the battlefield at Shiloh and spent several class periods reconstructing the events there." All together there were 24 experiences that took place during high school years and all but 1 included physical activity. In most cases (19 out of 24) these activities also required creative or critical thinking.//
 * //Example:

What are your 5 generalizations?
This generalization seems to be proven false based on several videos from the class. Many of the people videoed recalled specific instances in which their learning required them to physically move or there was some type of object that had to be manipulated as part of the class. It is interesting that most adults in this generation (age 40 or older) who have had many learning opportunities recall events with some type of physical interaction. Al recalled a dance class that he took as a learning event that was fun. Learning to dance is one of the most kinesthetic activities you can do. Grandma Ardis remembered a ceramics class she took. The manipulation of raw materials in this class involved a lot of physical activity and working with your hands. Judy described a snorkeling class she took while on vacation in Hawaii. Snorkeling involves a tremendous amount of physical movement and manipulation of various pieces of equipment. Rick recalled a class he took on carving. The class revolved around carving a specific type of character. Carving is another activity laden with manipulation of tools and raw materials.
 * 1. People from older generations need less kinesthetic activities to make learning fun than younger generations.** **

After watching several videos of younger people this generalization is mostly true. The videos were of people recounting learning experiences that took place when they were 6 – 29 years old. They all recounted a learning experience that involved either them physically moving or having to manipulate some type of object. For example, Adam described learning how to use wood working tools and making pottery when he was 6. Andrew remembered a self directed learning experience teaching himself how to drive a manual transmission car, an extremely hands on experience. Cathy recalled being a teaching assistant in a class for 1 st and 2 nd graders and learning how to do magic. Magic is also a very tactile experience.
 * 2. Learners in younger generations like to have hands on experience to make learning fun.**

This generalization seems to be true of the videos I have watched with young female learners in the age range of 20 – 29. The students shared a common interest of meeting with smaller groups outside of the normal classroom situation. Dana described a fun learning experience when she was in college studying print making. Her professor would hold an open studio time on the weekends for students to create anything they wanted to. These sessions were fun for Dana because of the camaraderie with 5 of her fellow classmates and the personal stories the teacher would share. Likewise, Hiba recalled an experience when she was 29 and attended a workshop in France with students from around the world. She was in a small group of 9 students working on poster design and small activities. The workshops were playful and allowed her to talk with her classmates. Hiba’s favorite part of the workshop was meeting the new people and learning about all the different cultures.
 * 3. Young female students prefer working in groups**

Based on the videos I watched, there seems to be some truth to this generalization. The videos I watched ranged in ages from 15 – 20 years old. They all described learning experiences that were fun because of the independence to control the project and use their own creative ideas. For example, Jay remembers an evolution project in college where he learned a great deal because he was able to use his creative energy to discover connections amongst animals rather than just memorizing terms out of a book. He used these ideas to apply natural design and adaptation of how a creature would evolve. In another example, John talks about an unusual learning game in his high school geography class involving agricultural subsidies. John really enjoyed the game because he had control over his own actions and consequences. Based on the crops he wanted to plant on his imaginary land would determine if he made or lost money. He also admits to enjoying competing against his fellow classmates for the largest profit.
 * 4. Young male learners prefer working more independently.**

This generalization turned out to be mostly true but only when isolating female learners. Search results limited by low physical interaction and by male learners resulted in very few male learners citing highly engaging teachers as the reason an event was fun. On the other hand many female learners cited teachers motivation and engagement in their recollection of a fun learning event. There were over 10 stories from female learners versus 2 from male learners using the search criteria. Anna described a World History class in which the teacher used lecture frequently but because he was so dynamic and engaging the class was fun. Denise described her Portuguese teacher’s use of Vocabulary Bees to make the class more exciting. She said that her teachers “was not stiff and encourages a fun atmosphere.” Jody recounted a professional development session on outrageous teaching methods. The presenter came in dressed as a pirate and the room was decorated in a pirate motif. She described him as highly engaging and showed the participants how to use simple magic tricks to connect to their students. ** What are the implications for your own teaching and design work? **  I think the most important implication to this analysis is not to assume that certain groups learn in one set way or that an activity must include one type of learning to be fun. Without completely contradicting my initial statement, it is also important to look carefully at how and why certain groups have fun while learning. If you are designing an educational game for young males, you should certainly pay attention to what makes learning fun for that demographic. Likewise, if you teach in an all girl’s school, knowing how females learn best will be important for a successful class. The problem is that many of us teach in public schools with a wide variety of students with many different learning styles. We need to be aware of what makes learning memorable and fun to students and use a wider variety of teaching methods to be as effective as possible. The same is true in game design. Games need to appeal to the largest audience possible in order to be commercially viable. In the design of our educational game, we need to keep in mind who our audience is but not completely stereotype that group. For every group of stories that seemed to prove a rule about learning and fun, there were others that were exceptions to that rule. The key is focusing on how your target audience learns and knowing that not all people fit neatly into categories.
 * 5. Learning situations with low physical interaction require a highly motivated or engaging teacher to make the experience fun.**